Learning theories is a topic to be covered in psychology. As a counseling student, I will apply the learning theories to the field of counseling psychology. The doctrines of learning explain the issue of recovery as a memory problem. The memory problem is in connection with anything that creates difficulties in the storage and retrieval process of declarative, procedural, and conditional knowledge. However, the problem may result from either decay of interference in the memory, creating difficulties in retrieving information.
I will analyze the constructivism theory and cognitive psychology theory. Constructivism theory will provide a psychological elaboration of how knowledge is acquired and learned. Therefore, the approach will offer a direct application to the learning process (Gunduz & Hursen, 2015). Also, the theory suggests that humans create knowledge and various meanings from the experiences they encounter. The learner will have prior knowledge, which, in most instances, will be determined by the social and cultural environment that surrounds the learner (Dennick, 2016). Hence, the learning process will take place when the students construct knowledge from their personal experience.
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Cognitive psychology theory, on the other hand, will explain the mental process and how the proves has impacted both the internal and external factors to produce learning in a person (Swann, 2013). Thus, there will be a clear understanding of how the human mind operates when one is learning. The theory will focus on how information is processed in the brain and how learning takes place through the internal information process (Nouri & Talkhabi, 2012). The basis of the theory is that individuals mentally process the information they gain rather than responding to the stimuli that are within their surrounding environment.
A topic on memory problems relate to information processing theory, and critical terms like encoding and retrieval give details on the storage of knowledge and how it is recalled. A difficulty in both recovery and storage of education is associated with a memory problem, and one of the primary components of information processing is retrieval. Successful encoding results in the extraction of knowledge and enhances learning (Berger & Lafferty, 2017, August). Through the appropriate cues entering working memory and long term memory network being activated through spreading activation, retrieval of knowledge is achieved by a learner. The working mind of a learner in verbal learning constructs a response when the education is obtained, and memory continue to search until retrieval of knowledge. There is automatic retrieval of information, and failure to explore yields no information (Berger & Lafferty, 2017, August) .
Encoding strategy affects the retrieval efficiency because retrieval proceeds best when retrieval cues align with meaningful encoding, and decay and interference is prevented (Ngo, 2018). Elaboration, meaningful, and organization of knowledge in long term memory facilitates the retrieval of information, and they promote spreading activation and needed memory network access.
The inability to retrieve knowledge or loss of knowledge from memory is called forgetting. There has been disagreement about whether the information is still present or whether the information is lost from memory but cannot be retrieved due to distortion. Information is interfering with its remembrance or the inadequate retrieval cues (Ngo, 2018). Interference theory of forgetting states that association learned can never be forgotten entirely. Other materials, when it becomes associated with the original stimulus, it results in forgetting. Retroactive interference and proactive interference are two types of interference theory of forgetting. Retroactive interference happens when verbal associations make recalling prior association hard. Proactive interference makes newer learning more difficult due to older associations (Ngo, 2018). You are forgetting as a result of the opportunity to respond lacks due to stimulus some time being absent.
References
Dennick,d R. (2016). Constructivism: Reflections on Twenty-Five Years Teaching the Constructive Approach in Medical Education. International Journal of Medical Education, 7 (1), 200-205.
Gunduz, N. & Hursen, C. (2015). Constructivism in Teaching and Learning; Content Analysis Evaluation. Journal of Social and Behavioral Science, 191 (3), 526-533
Nouri, A. & Talkhabi, M. (2012). Foundations of Cognitive Education: Issues and Opportunities. Journal of Social and Behavioral Science, 32 (4), 385-390.
Swann, W. (2013). The Impact of Applied Cognitive Learning Theory on Engagement with eLearning Courseware. Journal of Learning Design, 6 (1), 61-74.
Berger, A., & Lafferty, J. (2017, August). Information retrieval as statistical translation. In ACM SIGIR Forum (Vol. 51, No. 2, pp. 219-226). New York, NY, USA: ACM.
Ngo, V. M. (2018). Discovering Latent Information By Spreading Activation Algorithm For Document Retrieval. arXiv preprint arXiv:1808.01968 .
